Thesis (Ph. D.)--University of Oregon, 1999. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 213-225). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9955918.

Thesis (M.Ed.)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 134-139). Also available in print.

Thesis (M. Ed. (Education))--Rhodes University, 2006. / Submitted in partial fulfilment of the requirements for the degree of Master of Education (Environmental Education).

Thesis (D. Min.)--Abilene Christian University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 206-207).

Thesis (D. Min.)--Abilene Christian University, 2004. / Includes abstract and vita. Includes bibliographical references (leaves 206-207).

M.Ed. (Education) / Please refer to full text to view abstract

Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.

This research report evaluates a computer assisted instruction (CAI) simulation exercise developed according to guidelines developed by Gagne, Wager and Rojas (1981). The simulation exercise was evaluated in terms of: (a) its consistency with these guidelines, and (b) the ability of the learner to achieve the desired objectives. The helpfulness of these guidelines in the development of a quality CAI simulation exercise was also evaluated. Computer assisted instruction is being increasingly used in health sciences instruction. Although there is research available describing its use in medical and undergraduate nursing education, there is limited information on its use in postgraduate nursing education. This research project attempted to: (a) increase the general knowledge base of CAI in continuing nursing education, and (b) evaluate one set of available authoring guidelines. The research project used a one group, three test design. A learning module was developed by the author to provide psychiatric nurses with the basic knowledge needed to conduct a mental status examination. A CAI nurse-patient simulation exercise was written to provide an opportunity to apply this knowledge. It was written according to guidelines proposed by Gagne, Wager and Rojas (1981). Information on the subjects' progress was gathered by a series of tests which assessed mastery and application of mental status examination knowledge and skill. Further data were gathered via a questionnaire on the subjects' attitudes towards the computer, CAI in nursing and the CAI simulation exercise. Following the learning module, there was a significant increase in mental status examination knowledge. A significant increase in mental status examination application skill was also noted on a paper and pencil test administered after the CAI simulation exercise. Subjects also displayed significant improvement in their ability to write a short and concise mental status examination summary. The post-CAI attitude questionnaire found subjects feeling more comfortable with the learning experience. Although supportive of the use of computers in nursing, it was seen more as a tool for nursing schools than continuing education. Subjects also expressed some doubts as to whether CAI was as good as other instructional techniques for practising a mental status examination. Some additional findings were noted: (a) familiarity with a typewriter or computer keyboard seemed to decrease the time taken to complete the CAI simulation exercise, and (b) previous computer experience also played a role in reducing CAI completion time. The computer hardware seemed to interfere with the learning experience. Subjects were anxious about doing three tasks simultaneously: (a) a simulation exercise, (b) learning to type, and (c) interacting with the computer. Several expressed fear of breaking the computer. The present results suggest that CAI should remain as an adjunct to other methods of continuing education. The nursing profession must increase its knowledge in authoring CAI courseware. Potential CAI authors need time and an opportunity to refine their skills. Potential users also require more experience with both computer hardware and software. Computer assisted instruction authoring guidelines need to be developed and tested. Guidelines proposed by Gagne, Wager and Rojas (1981) are an excellent beginning, but more research in this area is necessary if CAI is to become a useful approach to continuing nursing education. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

This study examined the current marketing and advertising practices used in university continuing nursing education. The focus of this study was on evaluation of the effectiveness of direct-mail advertising pieces used by this adult education institution. Direct-mail pieces provided by survey respondents were assessed by independent raters using the Evaluation Tool for Print-Related Advertising which was developed specifically for use in this study. Direct-mail advertising was found to be moderately effective as it was currently used in divisions of university continuing nursing education in Canada and the United States. This result indicated that there is significant room for improvement in the area of planning and developing direct-mail advertising pieces for university continuing nursing education. Institutional advertising has not been used by these divisions to inform the target population about the philosophy, aims, purposes and ideas of continuing nursing education, nor has institutional advertising been used to inform the general public or potential sources of funding about the benefits to be derived by the public from supporting continuing education activities in this profession which would include improved patient care. Little effort has been made to inform the future target market which is comprised of student nurses about the purpose and need to continue education beyond initial graduation in this profession. Variance in scores of effective advertising were found to be influenced by a variety of factors. These factors included the media mix currently used by university continuing nursing education divisions, the media mix which was proposed to be used in the future by the directors of these divisions, the age of the director, the knowledge that the director had about advertising and marketing concepts and practices, the time spent by the director on completing advertising responsibilities on a weekly basis, the financial resources which were allocated for advertising expenditures during the fiscal year 1979-1980 and the financial resources proposed for future advertising expenditures, the educational preparation of the director in the field of nursing, and the attitude of the director towards the use and preparation of advertising for the continuing nursing education division. The Evaluation Tool for Print-Related Advertising was found to be a reliable evaluation tool and a useful evaluation tool because it can be used to identify areas which require improvement in direct-mail advertising pieces while they are in the process of development. / Education, Faculty of / Graduate

This dissertation describes a qualitative case study which examined the process through which one Quaker elementary school, Brinton Friends School (BFS), is becoming a multicultural, anti-racist institution. The research was conducted over a four-month period in 1990 to explore how a school founded on spiritual principles integrates a multicultural change process. Through interviews, observations, and document analysis three aspects of the school's experience were investigated to provide a glimpse at an on-going change process. The first was a description of the concrete steps the school is taking to achieve its goals. These include participation in a multicultural self-assessment program created by the National Association of Independent Schools, racism awareness workshops for all staff, and an analysis of institutional policies and practices to ensure equity. Emphasis has been placed on creating a racially and culturally heterogeneous community. The second aspect explored in this research was the way staff, particularly White staff, feel about this process. Although some forms of resistance were observed, staff at the school are generally supportive of the multicultural change effort. The third area of research was an examination of the specific ways in which a multicultural, anti-racist focus is woven into the Quaker spiritual values of the school. Some tensions were reported between these values and the multicultural, anti-racist process. This research examined whether intrinsic conflicts exist between these two value systems. The key themes of community, conflict, and spirituality emerged during the research at BFS. These three themes form individual yet interrelated perspectives on the environment of the school and its change process. The feeling of community at BFS was cited as important to participants in this study. This sense of community has been nurtured in part by the Quaker spiritual principles at the heart of the school. Yet as in any community of people there are conflicts. At BFS these include how to solve problems, how to be inclusive, and how to define what spirituality means for the school. This research utilizes these themes to provide a picture of one Quaker school in the process of change.